Encouraging+Vocabulary

Kendra Stuever Teacher Demo

=__Encouraging Vocabulary__=


 * Teacher’s Name**: Kendra Stuever
 * Course Title**: Spanish I, II, IV/V
 * Unit**: Any unit (specifically foods)

1. Communication- Students will communicate in a foreign language. 2. Connections- Students will develop connections between foreign language and other areas of study. 3. Comparisons- Students will compare their language with a foreign language to develop larger language skills.
 * Instructional Objectives**:

1. Students will learn new vocabulary words within a context. 2. Students will learn how to use these words in a variety of ways. 3. Students will internalize words for long-term memorization. 4. Students will develop new ways of learning words, which can be applied in any subject. 5. Students will successfully use reference materials.
 * Student Outcomes**:

In order for students to successfully write well, they need to have a large base of vocabulary. By implementing vocabulary strategies at every level, students are more likely to use different and better words. By using vocabulary words multiple times in a variety of ways student internalize the words, so they are more likely to use these words.
 * Rationale/Theory**:

-**Activate prior knowledge** -**Involve several learning styles in teacher presentation** -Teacher gives students vocabulary lists. Students fill in meanings or definitions. (kinesthetic, visual) -Teacher reviews vocabulary out loud. Students repeat. (auditory) -**Involve several learning styles in student participation** -Students make picture flashcards and practice in groups. (kinesthetic, visual, auditory) -Students make categorizing flipcharts. (kinesthetic, visual) -Students play flyswatters game. Teacher calls a definition while students race to circle the word. (kinesthetic, auditory) -**Brainstorm/ learn to use reference materials** -Students practice using reference materials by finding specific words. -Students brainstorm on what an acrostic poem should include. -Students brainstorm on what words should be included in their poem. -**Rough draft** -Students create a rough draft of an acrostic poem by implementing what they have learned. -Student use at least 3 previously unknown words. -**Edit/revise** -Students share rough drafts and peer edit. Peers ask each other: Do I understand the poem?, Are there words missing that need to be included?, Is there a better word that what is used?, Are conventions correct? -Students revise. -**Final draft** -Students create final draft on white paper with a visual to indicate the word meaning. -**Extension activities** -Create a comic strip using the vocabulary. -Create a “vocabulary” story. -Play Pictionary. -Play charades. -Create alternate definitions. -Use whiteboards as practice exercise. -Create a vocabulary dictionary. -**Assessment** -Teacher quizzes students with picture flashcards. (visual, kinesthetic) -Teacher says word or definition, students give the opposite. (auditory) -Teacher gives written quizzes. (visual) -Teacher gives oral quizzes. (auditory)
 * Instructional Procedures**:
 * -**Teacher introduces concept of cognates. Students brainstorm on cognates they know. Students show their vocabulary level.


 * Materials and Aids**:
 * Vocabulary lists
 * Index cards
 * Flyswatters or Hear/circle sheets and crayons
 * Spanish-English dictionaries
 * Unlined paper
 * Scissors